The Tsutsumi Hozan ryu ju jitsu system originally commenced at Rokku (6th kyu - yellow belt). Jan de Jong has made incremental changes in the techniques and the system over the years, however, the most substantial change was the introduction of the 'mon system' in 1978. (p. 12)
The introduction of the kyu system was discussed in a previous post.
That post included that the individual levels and colour belt system of Jan de Jong's (JDJ) kyu system reflected that of Tsutsumi Hozan Ryu (THR) included in Tsutsumi Masao and Higashi Katsukuma's Die Selbstverteidigung (Jiu-Jitsu): nebst einem Anhange über Kuatsu (Wissenschaft der Wiederbelebung Verunglückter): mit 72 Abbildungen nach dem Leben (Self-defense (Jiu-Jitsu): along with an appendix on Kuatsu (science of resuscitation of casualties): with 72 illustrations based on life) published in Germany in 1906. It is unknown whether the content of the two grading systems were the same. It is unknown if the JDJ kyu grading system is the THR jujutsu kyu grading system.
It should be noted that a former JDJ jujutsu instructor who ended up teaching for him full-time has stated that during his time (1963-1974), JDJ did not discuss THR in classes or that what was being taught was THR jujutsu.
The mon system was introduced at the front end of the JDJ grading system, however, it will be seen that the same influence had a major impact on the development of the dan system at the back end. How it fits with the kyu system in the middle, well ...
The mon system is comprised of 1st mon to 7th kyu. Why did JDJ refer to the last three gradings in the mon system as kyu grades? From the abovementioned JDJ book (p. 31):
Entry Levels
Age Requirements and First Grading
Under 12 years - 1st Mon
12-15 years - 3rd Mon
Over 15 years - 9th Kyu
It would appear that JDJ considered mon grades, junior grades and kyu grades, adult grades, when he developed the mon system.
Until the introduction of the 'mon system' (refer pate 12) in 1978, people of all ages attempted the yellow belt grading first. Paul Connolly (refer page 19) started under the old system at the age of twelve. Two years later he was the youngest person to grade purple belt showing that it was a challenge but not an insurmountable one. (JDJ Book, p. 27)
The mon grades opened up a whole new market for JDJ - kids and youths/teenagers. Before the mon system, there was only 6th kyu that was trained by and with adults. The above statement concerning the 'old system' being a challenge but not insurmountable is being generous to an extreme.
The 'mon system' is a series of gradings that supplement the original grading system and primarily examine the fundamentals of ju jitsu. It is a rational, scientific approach to the teaching and learning of ju jitsu.
By providing novice ju jitsuka (ju jitsu students) with a basic framework of ju jitsu skills and understanding at the beginning of their training, they are better prepared to tackle the demanding grading system and attain a higher level of proficiency more quickly. The outcome of this bold move has proved extremely successful with the graduates of this system having a deeper understanding of ju jitsu earlier.
These fundamentals link all the techniques and provide a 'system' of self defence rather than a collection of unrelated 'tricks'. Armed with an understanding of these fundamentals, an experienced ju jitsuka could develop their own style of ju jitsu. In ancient times this could mean the loss of likelihood for the original master, or even a challenge for his position or life. Thus these fundamentals were closely guarded secrets and only revealed to very advanced and trained yudansha (black belt holder).
The JDJ book was researched, written, and edited by me, with contributions by the senior instructors of the school and with extensive consultation with JDJ, as acknowledged at the start of the book. The book was based on my understanding of the grading system back in 1995. That understanding has changed significantly in the meantime with further study and reflection, as these series of posts demonstrate.
The gist of the above understanding was derived from Greg Palmer (one of five to complete the JDJ technical grades and be awarded sandan before being awarded yondan for his contributions to JDJ and his school). Greg was able to gain those insights that lead to a new and better understanding because he was a professional trained teacher. How much of those insights were shared by the other instructors and their teaching of the mon system and application to the teaching of the kyu system is open to question.
The reference to 'system' and 'tricks' is reference to systems theory. In the context of systems theory, a system refers to a complex whole, comprised of interconnected and interdependent parts or elements. Systems thinking is an approach to understanding and solving problems that emphasises the examination of the entire system, rather than focusing on its individual components.
Carr explains how it is easy to be overwhelmed by the complexity and speed of a skill when it is performed in its entirety. He suggests that when the skill is divided into phases it is far easier to analyse each phase of the skill separately rather than concentrate on the total skill. Dividing a skill into phases also allows us to teach, learn and train each phase separately before combining them to perform the complete skill. It enables us to identify the similarities and differences between different skills which has been described as the core of all learning. Identifying the similarities between techniques and defences means that by training the similar phases we are training a part of a number of techniques or defences rather than just the technique or defence in question. This produces efficiencies in training and produces a system rather than just a collection of techniques.
The reference to 'tricks' in the above JDJ book excerpt, and which has been discussed in a previous post, is reference to skills being considered in their entirety and independent of all other skills. The reference to 'system' is reference to the phases in the performance of a defence; the fundamentals of ju jutsu as the above JDJ book excerpt refers to them as. These phases/fundamentals form the basis for the mon grades, however, how they fit with the kyu grades is another matter.
The idea that these fundamentals in the mon system were the 'secrets' of the THR grading system that JDJ chose to go against tradition and share with novice students was a myth that grew out of JDJ's penchant for not acknowledging the source of his teachings.
In terms of the comment in the above extract regarding attaining a higher level of proficiency more quickly and that the outcome of this bold move of introducing the mon system at the front end of the grading system, and how it has proved extremely successful, I will refer to an interview that JDJ participated in. The interviewer asked if JDJ thought it was a good idea to change the system to suit the students.
Yes, I know what you're saying, but you know you can learn all the time. And if the results are better one way than the other, why carry on in a way that gives poorer results? I'll give you an example. In 1978 a Major Greg Mawkes MBE asked me if I would go and teach the army self-defence. I said okay and soon afterwards found myself teaching members of the SAS and the Commandoes. Shortly after I had started to do this the Major and I had a discussion about things. He told me that he thought the method of fighting was really good and he was pleased with that. But he said the men were having some difficulty understanding it all. I said this was the usual way of things and that my students were the same. He then explained the army did not have unlimited time to spend on this and that what he needed was quick results.
So it was at that point I had to think things through and see what I could come up with. I looked at the usual way the army taught things and decided I would alter the way I was teaching and come more in line with the army way of doing things. Well, do you know, the people started to pick things up much faster than before, and they could do the techniques much better than before! So I had a talk with my Instructors and said I thought that we should change things so that we were teaching everyone like this. And at that time we changed the way we taught the students. The techniques were still the same, it was only the method of teaching them that was different. And since then things have been much better.
The JDJ ryuha that are teaching JDJ's grading system in any large degree should take note of JDJ's comment regarding carrying on in a way that gives poorer results. I have long argued that JDJ's grading system is 1.0 and is in need of revision. It is overly cumbersome, overly burdensome, and disjointed, not to mention the faults that are contained therein. The grading system is in need of rationalisation and integration. Without it, the JDJ tradition will die, which can be seen through the ever-diminishing JDJ ryuha since JDJ's passing.
If grading system 2.0 is to be realised, one must understand how system 1.0 was developed or evolved. That is one of the main purposes of these series of posts.
JDJ's reference to Mawke's comment that his men (SAS troopers) were having difficulties understanding JDJ's teachings is reference to the kyu system approach. The reference to the Army way of doing things is reference to the mon system approach, which is basically a YB system approach, and which involves the division of a skill into phases (see Carr above). An understanding of this approach can produce the abovementioned improved outcomes, however, as will be demonstrated in the following posts, that understanding is lacking in many of the instructors within the JDJ tradition, including to a large extent JDJ.
Is that understanding lacking, at least in part, due to the way the mon system was introduced? The mon system was introduced into the JDJ grading system in 1978 when the senior instructors were already the instructors to which JDJ referred to in the above interview extract. The ones he referred to talking with about the introduction of the mon grades. In which case, did the senior instructors go through the mon grades? Were their introductory sessions that enabled the instructors who would be teaching these grades to gain an understanding of their content? It has to be understood that the mon grades are a significantly different system to the kyu grades. They are different in the very basis of their conception.
Am I the first black belt to have gone through the mon system? In which case, I am the first to complete the technical grades in the JDJ jujutsu grading system that included the mon grades (only five complete the technical grades and were awarded shodan; me and four of my instructors).
The next post will start to delve into the mon grades in some detail.
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